Appendices A To H

APPENDIX A: RESEARCH & DESIGN to An Assignment to Save the World (only less dramatic)
RESEARCH DESIGN & TIMELINE

WEEK
Feb 7, 8 & 10
CURRICULAR TOPICS Curricular Topic: Cold War Conflicts & Measuring the Effectiveness of the UN Topics include: Structure, Role & Function of the UN Korean War Suez Canal Crisis Cuban Missile Crisis Vietnam War Evaluating UN within Cold War Conflicts
INFUSING OF ENVIRONMENTAL EDUCATION INTO CURRICULAR TOPICS Questions for class discussions or for pausing and reflecting: None done this week. Project sort of on hold until I find some action of the action research. Meeting with Mark on Friday Feb 10 to get some direction. Dumping the plants and bringing them back later during human geography unit (it just makes for a better fit).
SUMMATIVE (FRIDAY) JOURNAL PROMPT Journal Prompt: No class on Friday.
FIELD OBSERVATIONS Data collection by way of (none really from this week) Feb 7: Received approval by Senior Leadership Committee at Collingwood to do Research Project Feb 8: Permission slips go out to students with a request to bring them th back on Tuesday the 14 Feb 10: Term break, no classes for Collingwood Students Feb 11: The Environmental Awareness Survey reaches its final draft (on-line by next Socials Class)
Feb 14, 15 & 17
Curricular Topic: The Changing Social Landscape of the Post War Period Topics include: Immigration & Baby Boom Urbanization (& Automobile Era) Consumerism Growth of Canadas industrial sector Counter culture movements/social
Questions for class discussions or for pausing and reflecting: 1. What do we think is happening to the Canadian Landscape? As we increase consumption and resource development, what has happened to the environment? Was this inevitable? Your textbook states that it was only in the 60s that the word pollution became a topic of discussion. Why do you think it took that long even though the visual evidence (smog, excavation sites etc)
Journal Prompt: Students are show a compilation of photos of their Counterpoints textbook (Ch 6) of suburbanization, urbanization and industrialization on the left & photos of the same concepts on the right (only looking at it from how the environment has been impacted). The Prompt: Look at the following photos
Data Collection by way of: Feb 14 : Environmental Awareness Survey (as a link to homework page) 1) My field journal recording classroom discussions 2) Impromptu interviews with students who participate in class discussions 3) Cafeteria observations (of just my Socials 11 students) included in my field journal a. Hopefully most of them eat there :S
th
2.
3.
An Assignment to Save the World (only less dramatic)

activism of the 60s & 70s 4. was glaring? Lets look at our textbook. What percentage of Ch 6 Canada in the Post War World is about political issues? On economic? Social? Environmental? Why do you think this is so? Is there a message we are implicitly being told? What is the message? Consider again the pictures of the post war period in your textbook (Elvis on p.168, a red convertible, p. 170 pictures of suburban family p. 171-173? Notice even when theres a paragraph on consumption (p. 173 and p. 187) when they discuss some dangerous environmental impacts, there is no photo of those impacts. Instead they provide you with photo of the trans-Canada highway at its completion in between green space. Is there a message? Is this intentional? and their captions. Notice that the photos on the left are from your textbook and the ones on the right are the same topic but from the perspective of how it has altered the natural landscape. So, how would the stories of the post war period change if they were told from the perspective of the air? The water? The plant life? Are we getting better at telling their stories?
Nina Pagtakhan
4) My field journal of interviews with other teachers on cafeteria duty What examples of environmental responsibility does this teacher notice? Tell caf duty teacher who my kids are that Im researching. (see Paul Rogers & Chris Jacoby) 5) Taking in of Journal Prompts: (ask Julia my gr. 12 student helper to start electronically transcribing entries of students)
5.
Feb 21, 22 & 24
Curricular topic: Emerging Canadian Identity Topics Include: Canada as an emerging Middle Power Canada-US Relations
Questions for class discussions or for pausing and reflecting: As students continue work on Cultural Values assignment, they are asked the following: 1. Given the spectrum of policies you have studied from 1950-80, what would you say are this eras values? Who is deciding what these values are? How do you know?
Journal Prompt: This week you learned that Canada was developing its identity from the 1950s-70s. Some things we established: 1) separating ourselves from US & British foreign policies 2) regular participation in several humanitarian efforts or foreign aide 3) our increased focus on providing an adequate social safety net for average
Data Collection by way of: 1. 2. My field journal recording classroom discussions Impromptu interviews with students who participate in class discussions My field journal of interviews with other teachers on cafeteria duty (Paul Roger, Lisa Bremner) Has this teacher noticed any more environmentally aware behavior then last week? Taking in of Journal Prompts: o Julia transcribes
3.
2.
4.

Canadians. How then would you describe our efforts in environmental protection in comparison to our commitment to humanitarian efforts (for this time period)? What do you think allows or limits our participation? Journal Prompt: Show youtube video on Leadership from Kellys post on dialogue central. Question: If what is described here as a metaphor for leadership. What kind of leadership needs to happen for environmental responsibility to be engrained in people? Do we need a whole bunch of flints or fires (see video). OR Fast forward to present-day, the rest of us who live in and among these environmental regulations of the 1990s. Are the policies working? Would you give your generation a better report card mark than the generations of past? OR If you could create a new piece of environmental protection legislation, what would it be? Include clauses in the legislation.
Nina Pagtakhan
Feb 28, 27, Mar 1
Curricular topics: Canada in the International Scene 1990s Topics Include: Peacekeeping Efforts o The Middle East o Kosovo, o Somalia, o Rwanda Environmental Activism o UNs Bruntland Report & Agenda 21 1992 & Canadas response o Creation of the Department of the Environment 1971 o Montreal Protocol, o Kyoto Protocol
Questions for class discussions or for pausing and reflecting: For Peacekeeping Lesson: Notice the powerpoint slides of the Middle East, Kosovo, Somalia & Rwanda. What do you see? Given our discussion last week, is there anything else you notice in the photos perhaps something more silent. On Environmental Policies: Its here in the late 1980s to 2000 do we see Canada take more of a stance on environmental issues. What do you think caused this shift? This week you learned (have been learning) that Canada participated in significant peacekeeping operations. How would you describe our efforts in environmental protection during this period? (enough, too much, too little?) Are we as active in environmental protection as we are in peace keeping efforts? Explain. If you were to give us a report card grade on environmental responsibility (for that era), what would that grade be? Justify the grade.
Data Collection by way of:
My field journal recording classroom discussions Impromptu interviews with students who participate in class discussions My field journal of interviews with other teachers on cafeteria duty Has this teacher noticed any more environmentally aware behavior then last week? Taking in of Journal Prompts: Julia transcribes

March 6, 7&9 (Fridaylast day of classes before spring break) Curricular topics: Note: I may not get to these curricular topics before spring break. It may be the topics of last week continue here. French-English Relations th throughout the 20 Century Topics include: The Great Darkness Quiet Revolution & the the history of Quebec separatism Official Languages Act Meech & Charlottetown Accords Sovereignty Association March 12-23 End of March Questions for class discussions or for pausing and reflecting: Re-consider Maurice Duplessis government and the era of great darkness and lack of Industrialization in Quebec. Yes, Quebec is missing out on economic opportunities but is it gaining anything? The government after Duplessis fast tracks Quebecs industries. In its attempts to make up for lost time and money, what do you notice changing on their landscape? Or Use the unused discussion questions from last week. Journal Prompt: Last day of class before spring break. (May have attendance issues) Look at the following images of the industrial heartland of Quebec. What are the silent stories? Who is telling them? Or Use the unused journal prompts from last week.
Nina Pagtakhan
Data Collection by way of:
1.
2.
3.
4.
My field journal recording classroom discussions Impromptu interviews with students who participate in class discussions My field journal of interviews with other teachers on cafeteria duty Has this teacher noticed any more environmentally aware behavior then last week? Tell cafeteria duty teacher that this is the last week of data collection? Have they noticed anything??? Taking in of Journal Prompts: Julia transcribes
Spring Break at Collingwood

904 Report Due
APPENDIX B Environmental Awareness Survey
An Assignment to Save the World
February 14th, 2012: The survey below was done as a homework assignment. Students were instructed to click on this google docs link and complete the survey knowing that their responses would be completely anonymous. The intent of the survey is to establish the level of environmental engagement, responsibility and overall attitude about environmental issues. Results will allow me to categorize students into 3 groups of engagement high, medium, and low. Since this action research project will be conducted over a four week time span, it is ambitious to think that there will be drastic shifts in awareness. Therefore, this initial survey seeks only to establish some baseline student attitudes on the topic of environmental engagement.
ENVIRONMENTAL ENGAGEMENT SURVEY

This is a brief survey to help determine the level of environmental engagement or awareness in our class. Responses are anonymous and are limited to the students in Ms. Pagtakhan's A and E Social Studies 11 blocks. Please select only one response for each question. Thank you for your participation. 1. Environment issues are the most important topic affecting high school students today * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
2. My individual efforts within environmental protection each day can directly improve our environment. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
3. A personal concern for the environment is necessary for improvements in the environment. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
4. High school students have little control over environmental problems that exist in the world. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
5. Incentives/reward would help me want to change my behavior to positively affect the environment. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
6. Environmental extremists (tree huggers) turn me off and make me unwilling to make a commitment to protect the environment. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
7. I know I could do more to protect the environment but its just such a big problem that it feels like it will take forever before we actually see any positive results. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
8. I am only willing to be more environmentally responsible if it doesnt inconvenience me or change my lifestyle too drastically. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
9. Sometimes it requires so much effort to be mindful of the environment and conservation. You just get into a pattern of doing something (like driving when you could walk, or not bringing a reusable bag because stores give you plastic ones anyways) and changing that pattern is really hard. * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
10. Stricter laws should be enacted to change behavior toward environmental protection * 1 Strongly Agree () 2 () 3 () 4 () 5 () Strongly Disagree
Environmental Engagement Survey 2
11. Which viewpoint best expresses the role of technology in solving our environmental problems? *
A.
( ) Technological advancements and developments in science will save the earth. Sosomeone should get on that and pronto from what I hear ( ) Technological advancements are only part of the solution. Humans must also make conscious efforts to reduce, reuse, and recycle. So about 50% technology and 50% society. ( ) Technology has only gotten us so far and it is rare that this same technology does not create further problems. So about 25% rests on technology to solve environmental problems and the remaining 75% requires a shift in personal and societal attitudes. ( ) We have plenty of technology and still have environmental problems. Technology is not the answer. Only human beings making major changes in consumption will solve the earths problems. Its 100% the individuals within a larger society who are responsible for solving environmental problems. ( ) Other:
B.
C.
D.
E.
12. What do you do now to help protect/conserve the environment? (For instance: turning the tap off while you brush your teeth or bringing a re-useable mug). Why do you do it? *
Do you have any questions or comments about this survey?
Thank you for your participation.

Environmental Engagement Survey 3
APPENDIX C
Student Responses to Environmental Awareness Survey
Summary of Environmental Awareness Survey 25 responses See complete responses below: 1. Environment issues are the most important topic affecting high school students today
1 - Strongly Agree 0 0% 2 5 20% 3 9 36% 4 8 32% 5 - Strongly Disagree 3 12% Strongly Agree Strongly Disagree
2. My individual efforts within environmental protection each day can directly improve our environment.
3. A personal concern for the environment is necessary for improvements in the environment.
Pagtakhan 1
APPENDIX C
4. High school students have little control over environmental problems that exist in the world.
5. Incentives/reward would help me want to change my behavior to positively affect the environment.
6. Environmental extremists (tree huggers) turn me off and make me unwilling to make a commitment to protect the environment.
Pagtakhan 2
APPENDIX C
7. I know I could do more to protect the environment but its just such a big problem that it feels like it will take forever before we actually see any positive results.
8. I am only willing to be more environmentally responsible if it doesnt inconvenience me or change my lifestyle too drastically.
9. Sometimes it requires so much effort to be mindful of the environment and conservation. You just get into a pattern of doing something (like driving when you could walk, or not bringing a reusable bag because stores give you plastic ones anyways) and changing that pattern is really hard. 1 - Strongly Agree 7 28% 2 6 24% 3 7 28% 4 3 12% 5 - Strongly Disagree 2 8%
Pagtakhan 3
APPENDIX C
Strongly Agree
Strongly Disagree
10. Stricter laws should be enacted to change behavior toward environmental protection
11. Which viewpoint best expresses the role of technology in solving our environmental problems? Technological advancements and developments in science will save the earth. Sosomeone should get on that and pronto from what I hear 3 12%
Technological advancements are only part of the solution. Humans must also make conscious efforts to reduce, reuse, and recycle. So about 50% technology and 50% society.
9 36%
Technology has only gotten us so far and it is rare that this same technology does not create further problems. So about 25% rests on technology to solve environmental problems and the remaining 75% requires a shift in personal and societal attitudes.
8 32%
We have plenty of technology and still have environmental problems. Technology is not the answer. Only human beings making major changes in consumption will solve the earths problems. Its 100% the individuals within a larger society who are responsible for solving environmental problems.
4 16%
1 4% Other
Pagtakhan 4
APPENDIX C
12. What do you do now to help protect/conserve the environment? (For instance: turning the tap
Generally Environmentally Aware Student Responses To protect and conserve the environment I try to recycle as much as I can and encourage others to do the same. Turn off water, lights ect. i try to turn of the lights when i don't necessarily need them, and i recycle and don't litter. I turn off the lights after leaving each room. I do this because leaving the lights on wastes a lot of energy when left on for several hours of the day. I try not to have the car running to heat up before I go to school. It may be colder but it is so bad for the environment. Im so strongly against it now. I turn of the lights when leaving the room, turn off the tap when not in use, occasionally take the bus and bring re-usable bags to the grocery store. I have a hybrid car! Well its not actually mine but my families, and thats really the only car we drive, so were helping the earth one drive at a time! Also I reuse plastic bags, I dont just throw them out I recycle on a daily basis and use a biodegradable cleaning detergent because small changes matter. I dont do a lot of activities related to environmental conservation, however, there are a few basic acts that I do every day at least to ensure that our planet does not get further polluted. For example I throw wastes into the garbage every time. I like doing it because it makes our planet look clean and unified. I turn off the tap when I brush my teeth and wash my face. I am an avid recycler, I always turn off the lights if not needed. I turn off the tap while brushing my teeth. I bring re-usable containers for food and drinks and I always turn off the car when Im waiting. I do it first to be environmentally conscious and secondly, it saves money. To be honest, I dont do much to protect the environment right now. I do make a conscious effort when the opportunity to be more environmental is glaring at me in the face. For example if theres a recycling bin right next to a garbage can. I do this because I know that these small steps will go towards the conservation of our environment. I turn off the tap because it wastes less water. I always turn the lights off when I leave the room. I turn my computer off at night to conserve power and turn off every appliance at home including heat when I leave the house. The usual stuff I try to reuse a lot of stuff like toys and other equipment I dont use anymore. I give it to someone else who might enjoy it. I turn off the lights when not in the room, try to reduce water To help the environment I recycle, turn off the lights if I dont need them and use reusable items. I do this because I know that somehow that can help the world we are living in. Not littering in any circumstances. Responses that indicate a lack of decision-making power on environmentally conscious behaviours: I would augment my use of public transportation (not including taxis), turn of electricity when it is not in use, not use electrical devices as much, and of course conserve water!! If possible, (in terms of being only a highschool student, and not having much control over these matters), I would encourage my school to begin using solar systems to create electricity as well as using a water waste management system in order to preserve water. Why do I do it? Because by taking these actions, I
Pagtakhan 5
APPENDIX C
can ensure a positive future for myself and my peers. Because the safety of the world is what matters most to me and because Ive grown up surrounded by nature and Im not ready to give that up. I have a hybrid car! Well its not actually mine but my families, and thats really the only car we drive, so were helping the earth one drive at a time! Also I reuse plastic bags, I dont just throw them out
Responses which point to environmental apathy: Not really anything actually. I am actually like the most unintentional but least caring person about this sort of stuff. I feel that ones life in our society is so consistent to what we do no to help will remain the same but without drastic change in the entire world, no one will change in our small community. I am not concerned about the environment. Everything has a life cycle things do die
Responses which show environmentally aware actions outside the home: My involvement in protecting the environment has, sadly, drastically decreased over the past 3-4 years. Nowadays I only really take short showers and turn off the lights when I leave the room. Im also involve in ForestEthics, an environmental organization dedicated to protecting the Great Bear Rainforest of BC but the most I do is sign petitions and write a comment when it is necessary.
Pagtakhan 6
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES PROMPTS: Below are the topics students given to students during their regular Friday journaling session. Journaling was always done at the beginning of class and took students anywhere from 10 to 20 minutes. Silence was never imposed as students often liked to discuss the actual prompts. Prompts were generated from the weeks topics and were intended to infuse EE in the curriculum. Since identifying and naming values became an issue later on in the research project, the prompts had to be adjusted from the original research design. The adjustments are reflected below. JOURNAL PROMPT: FEB 17, 2012 FEB 24, 2012 MARCH 2, 2012 MARCH 9, 2012
Look at the following photos and their captions. Notice that the photos on the left are from your textbook and the ones on the right are the same topic but from the perspective of how it has altered the natural landscape. So, how would the stories of the post war period change if they were told from the perspective of the air? The water? The plant life? Are we getting better at telling their stories?
List 3-5 core values you live by. Briefly state why. Then indicate where environmental responsibility ranks on this list and explain why.
This week you have been presenting songs of the 50s70s which embodied the values of that era. What was clear in the songs that you picked was the message of anti-war, a desire for governments to be more tolerant etc. Protest Songs are not unique to these eras. So today Im asking you to journal about the songs that you listen to. How are they reflective of your values? If you have to, take out your play list and scroll through it. Then answer: about a. b. What does this say what you believe? Is it an accurate reflection of who you are and what you value? Explain.
What core values are embodied by the Kony 2012 movement?
Part III: There were quite a few songs from the 70s (particularly in response to the Vietnam war). It seemed that the protest movement embodied the entire era of the 60s and 70s. Is there a movement/idea of your era that seems to percolate through in the music of your generation. What is it?
page 1
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES
STUDENT RESPONSES: The following were transcribed by a grade 12 student. She did not make any changes in students spelling or ideas. However when there are words that were unclear to both her or myself, we copied it as best as we could decipher. Students were made aware that Julia would be typing out their responses in early January therefore they are quite accustomed to having both me and her read the work. T A block:
STUDENTS REAL NAME Michele Ancrum STUDENTS PSEUDO NAME: Smickle
STUDENTS RESPONSE: FEB 17, 2012 If the post war period were told in a different perspective, they would think that were not being heard because although we know that their dying or unhealthy we havent changed out habits. Yes during the last few years we have become more aware of what is happening however there hasnt been enough change. Air, millions of cars have been added to cities and each day gallons of has is burned. Plants, everyday millions of trees have been cut down even though we know that we need them. Water, pollution in water is so bad that the toxic levels are rising. Yes we hear that they are hurting and dying however we
STUDENT RESPONSE: FEB 24, 2012 a) Family because they will always be by my side b) Happiness because a smile is less effort than a frown c) Loyalty because trust is a big deal and you can go a lot further with trust d) Health no one wants to be worried about when they will die and just live with no worry. Environmental [responsibility] is less of a priority because you cant see what is happening to the environment. It doesnt not affect my everyday life, also selfishly I put my priorities in front of the list. It is difficult to care for the environment when everyone else drills it into your head that other aspects are more important. I feel
STUDENT RESPONSE: MARCH 2, 2012 Absent (club volleyball tournament) Early dismissal
STUDENT RESPONSE: MARCH 9, 2012 Absent Left 1 day early for service project to India
page 2
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES turn the other cheek and let it happen.
Adam Wray Sting Ray
If the stories of the booming happy post war period were told from different perspectives I dont believe that it would thoroughly reflect humanitys perspective. On one hand, the end of the war meant less air and water pollution. However, consumerism, the automobile era, contributed much more pollution to the atmosphere, ocean, and lakes. Humans didnt realize what they were doing, didnt see any wrong in landfills, dumping garbage into the ocean or increasing dependence on oil. We knew so little, and for this reason, I believe the story of the 1950s-1990s would be a very sad one as seen from the perspective of the air, water, and plantlife. This entry is proof that we are getting better at telling the untold story-at least now we know. Knowing is hardly enough, though. Now comes the hard
if the government showed more concern so would the rest of the country. My core values are: 1. Love and unconditional positive regard concerning others 2. Genuinity and honesty 3. Family 4. Preservation and restoration of the natural environment 5. Compassfinding my purpose to spread the light Despite the numbering of this list, all 5 are incredibly close and almost possess the same priority. Environmental responsibility (#4) is, therefore quite high on my list. This stems from loving the forest and, to a degree hating progress and what humans have created (cities, power plants). I wish I had been born a First Nations of BC about 1000 years ago. I find that I have so little control over my energy expending life, like lighting in our house.
I listen to classical music mostly, which although containing a message is hard to derive much meaning from. The kinds of songs I am periodically attracted to (rather than those I regularly listen to) speak of environmental messages, and have a happy tune. I think this says that I care about the environment, and that I like uplifting things. Im not sure if my generation has a movement. I wish we did. On one hand there are the depressed, unmotivated and wholly boring individuals with no dreams (like Avery and Matt there). I see those people,
Absent Left 1 day early for service project to India
page 3
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES part. Now comes the action. those young people, I could cry. Right now Im so depressed because they just dont see. Theres something more. Whatever battle I fight, whether for the environment or peace, will I have to fight alone? I pray not. I pray they mature. And then on the other hand there are those like Chae Ri, Tatiana, on the (anti-)FGM (Female Genital Mutilation) who act for a greater purpose. I hope I can count on them. absent Opted out
Matthew Lozynsky
Guy Fawkes
If one were to look at the stories of post war change through the eyes of the environment, they would be told much differently. It would be much sadder, telling how we wiped out the forests, poisoned the water and air as well as destroying the soil. Our progress is their destruction. However, slowly
absent
page 4
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES we are making progress to a greener future. Im constantly trying to catch my breath as smoke engulfs my lungs, the air whispers as is swiftly passes through a munitions factory. Im always on the look out for cover to shield myself from napalm and bullets, the plants weep. The oil spills from ships passing through suffocates me, the water speaks it washes onto shore. Were just happy its over, they cry when referring to the war. I feel as though humans felt the same way as the air, water, and plants. They just wanted it to be over with. I believe that we, as humans have become more aware of air suffering ecosystem with theorys such as global warming. During the second world war the air in parts of Europe was a horrible stuck poisons and dirty from the late nineties till now present day the air is full of bad chemicals, gas, and horrible stenches in the cities and factory areas. Vietnam
Connor McRae
Absent. (Rugby)
A) When Im listening to music, Im seeking good memories from my past to reflect back on. Music also stimulates me and helps me sit back and relax. Yes, I believe that this is an accurate example of who I am as a person because Im mostly laid back and pleasure seeking.
I believe that Joseph Kony is infringing upon the freedom of youth. Not only is Kony forcing children out of their homes in hopes of not being abducted, but when he is fortunate enough to abduct a child, he takes away all rights including freedom of speech and having the audacity of forcing children into doing things that are unwanted by them.
Ryan Johnston
Twizlerman
Blank. Student dated work but did not write anything down.
Absent (Ski provincials in Whistler)
Absent (reason unknown)
page 5
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES and Hiroshima both have plant life that has been disturbed by horrible chemicals from the wars. Even since all of the oil spills that have happened the water is not so clean anymore especially all the sewage going out into the water. So compared to 1940s and present day, the air, water, and plant life was more cleaner than today. Absent. My core values: Energy I want to enjoy every moment of my life. I want every day to be happy and energetic. Bravery I dont want to look back at my life and regret if I was too afraid to do/try something. Spontaneous I want to keep my life exciting and not boring. BTW, both my bellybutton and cartilage piercing were spontaneous. Hard-Working I want to be successful. In school and in the future. I believe dedication and hard working is necessary. Health Im not a crazy healthperson, and I also eat junk food, but I consider health life style is important. All the morals are ranked about equal.
Sarah Won
The song, in my opinion, represents the soulless consumeristic society. Its about how people search for materialistic needs that wont satisfy our needs. How money and all the bling we buy will one day be gone and not have any sentimental value to us. Jack Johnson seems like he values the real things in life. By real I mean things that may not be expensive to purchase but
Where you live should not determine whether you live. Kony 2012 video I think the values of this video are peace, courage, freedom, humanitarianism, and love. I think it is very courageous of the creator of the video to be so outspoken about Joseph Kony. It is shining a very much needed light on a horrible topic not many people know about. It also promotes peace, freedom, and a better page 6
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES Environmental responsibility: It may sound selfish, but environment responsibility is about 2nd or 3rd on my core values list. I try my best to save energy and not waste and use my 3Rs but my personal needs come first. valuable and necessary for souls. Some songs I listen to have no reflection of my values (at least I hope!). Like some of the rap songs I may listen to I listen to just because it is fun to listen to or sing and dance along to. Cos my values have nothing to do with Rock City Chick pg version, Super Bass. I really hope my morals are deeper than that. I like country music, alternative/indie, and pop. I would have to say my favourite songs are to built a house by the Cinematic Orchestra. I love slow and almost very sad songs. Stuck like glue by sugarland. It sounds so fun and upbeat. page 7 quality of life internationally.
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES If there are deep messages and values in my generations music, I do not know it. I guess when I am singing along to the radio Im not exactly thinking of other things or zoning out. I guess some influential singer/songwriters of my gernation are Kid Cudi, Kanye West, Jack Johnson and Bon Iver. Concentration, agility, confidence. The songs that I These words are the listen to varies at characteristics that I value the times, sometimes I most, I fin that these words like to listen to the describe myself the best. songs that has Concentration I am the type of meanings, because it guy who can finish their tasks reminds me of my under a short period of time, goals, my priorities. bringing my concentration to Often I listen to maximum. songs that reminds Agility Exercises are part of my me of my family life, sports and dance has given because I live away me agility. from them time to Confidence I feel that confidence time. Also I like to was the only reason that made me listen to songs that survive through my life. By being has strong beats and confident I didnt look down on rhythm because Im
Andy Jung
Absent.
There are values such as freedom, safety.
page 8
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES myself, and I was able to challenge myself. Absent (Rugby Tour) a dancer. I believe I listen too the certain type of music based on my mood. 2. Somewhat reflects who I am. I think I act how I feel and my music kind of fuels my mood at times. Also a way of being diverse and my own. The songs I listen to are very reflective on our society today. Although many of the songs are not reflective on my values and who I am, they do represent our society. However on my ipod, I have many playlists that correspond to different moral and events. Today, in my era, it seems that love percolates in my generation of music. When listening closely to the artists Absent (left early for spring break).
Marshall Fuller
Kenwood
Much has changed in how everything is perceived from the past to modern day. If it were from air, plant life and waters perspective, while everyone is thinking this is all great. Most others such as the air and others, would probably hate all this due to pollution.
Phoebe Baker
Stingray
If the stories of post war were told from the perspective from things like water, air and plant life, they would say that a lot has changed, and some, not very good changes. Everything present now is a lot more built up and has expanded. The post war era of technology, for instance is trying to draw in consumers. Now, today, there are billions of consumers who are almost abusing our land and pollution going into the air. It seems today that many consumers are taking it all too far and not thinking about our environment. People need to
Fairness, growth, trust I believe people should feel what they say is sacred, independence I want to gain independence beneficial to future, helpfulness want to be able to aid others and help in need. In all honesty, environmental responsibility fits pretty low on the list because our parents drive us places, and as teenagers are sometimes too consumed in out lives and forget about the environment. We are also not as aware about what the dangers are of what can happen.
Kony 2012 video told a very inspiring message. The values it determines are safety, freedom and happiness. Society has felt that they to help the children in Uganda. Kony 2012 values freedom for these children and for society to start a movement in capturing Joseph Kony. I hope that 2012 will be the year that Kony is captured so that the children can live a normal, happy, and healthy life. page 9
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES be more aware of how they are using their resources etc. work, they reflect a lot on their personal love life whether its a bad break up or something or a dream. Drake (the musician) describes me because it explains what I like down to earth people and he is and not snoby people. Make me proud is my most played because it helps me want to do good. I think my music taste is strong because I tend to like the top 40s and the music you would hear on the radio, mainly the beat, but then I like a lot of the British artists like Coldplay, Ed Shern, The Script, the Fray, One Direction. Honestly I have no idea what this tells me about myself. Maybe it tells me I
Matthew Schwarz
Today pollution is getting worse so air is bad. It started getting worse after the past war pollution.
Faith to my friends and my family. Health is a big thing because I want to live healthy for long. Courage to do or try new things. Environmental responsibility is not really a priority for me but I try to stay clean.
absent
Morgan Spence
MoMo
I dont understand why we are doing this but I think the air would be happier and more upset because it would be glad to know that we are aware of what is going an are trying to help but upset because it is still being hurt. Now that I think about it, Im pretty sure all three (water, plant life, air) are all in the same situation.
My core values: 1. Family 2. Friends 3. Excitement 4. Humour 5. Outgoing Environmental responsibility is further down the list because I value the way others treat me more than I value the environment, its a terrible thing to say but it is the reason its further down the list, but Environmental Responsibility is about half way down the list for me.
My views about Kony 2012 movement is that it is a great cause but it could be a problem for some kids cant protest because they could get hurt it is unsafe.
page 10
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES can be loud and upbeat but as well as more calm and quieter I think. Not really sure. Finally I dont think there is a movement through music with our generation. Absent (At Ted Talks)
Berkley OSullivan
Pearson
I dont fully understand the question. During the post war, the air, water, and the plant life would be horrified. People were uneducated about the terrible things they were doing to the environment. We are better at telling their stories.
My three moral values are -Telling the truth (trust) if people dont trust me I panic and become obsessed with trying to get them to trust me I dont know why --in the words of Russel Peters do the right thing I am an extremely guilty person and doing an immoral thing literally keeps me up at night. --attempting optimism looking on the bright side of things makes life easier. Environmental responsibility is not one of my major concerns. It isnt because Ive just never needed to worry about it.
A value being taken away from the children of KONY is freedom. Kony is taking the children and taking their right to make their own decisions.
Hailey Jacobs
The songs that I listen to, reflect my values because I can always embrace the
Absent Left 1 day early for India Service Project page 11
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES feeling and emotions by the artists. I can relate to the songs and often listen to different songs depending on my mood. This will definitely show what I believe in being portrayed by the artist. I enjoy listening to people like Taylor Swift, Drak Loyalty I listen to music Happiness because it gives me Exploration feelings, and Im super unemotional. I Environmental responsibility is not wish I could play on my top 3, but itd most likely be guitar as well as Jack in my top 10. I try hard to recycle Johnson dayamm. I and not waste things, but I cant cant read the board totally control everything around so I have no idea me such as driving and wrappers what I have to write. etc
Heidi Hoeberechts
Awsum-O
If the air could speak itd tell us now the post-war era hasnt been good for it. The new commercial automobiles and flights have polluted the air so much, and were only starting to pay attention now. Also all of the extra machinery used for mining and suburbanization has contributed to more air pollution. The water would be more content though, because weve started to clean it more and preserve it from pollution. Plants see both sides. On one hand were out them down and destroyed their land. On the other hand weve started
Values of Kony 2012 Peace Freedom Safety Happiness Kony is bunk needs to learn how to wash his face
page 12
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES to replant and recycle out garbage to prevent land fills. I am water. Ive been water for the past trillion years. Ive watched creatures form into monsters. They think they call themselves humans. They arent very smart now but they were even dumber a couple decades ago. It began with the odd yet painful shakes of the earth as their weapons hit the dirt. Then they invented a car which releases a taste so gross and vial, I turn unhealthy and unpure. I watched as they kill my friends, the plants, one by one to make room for ugly slabs of concrete they call home. They are getting better, they are listening to our cries but will it be enough? Only time will tell.
Jessica Kim
Hermione
My core values are: happiness, loyalty, creativity and family. These are important to me because if you arent happy, you wont get the most out of life. If someone isnt loyal to me, they wont feel the urge to be honest with me. I have no respect for liars. Creativity is also important because I love to use my imagination and finally without my family, Id be lost. I think environmental responsibility would be at the end of my list. Even though I know how important it is and we arent to take the world for granted, just life is so short that my other values come first.
I think the music I listen to really reflects my values because I am often listening to songs about being thankful for what your given. I also listen to music because I like to take the time to imagine past, present & future in my life and a lot of my songs allow me to do this. It shows who I am because most songs I have are often pictures of my life experiences. Secondly, I think my generation does not have a movement and the reason I think this is because our generation is too focused on individual problems rather than problems that affect us all. I also think were lazy and very
Absent. (Left early for spring break)
page 13
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES oblivious. I believe our generation thinks too highly of ourselves and think we can do anything. With these problems, we are unable to think of anything or anyone except for ourselves. Another reason we invented the word lol how sad is that? Im sure if there was an ipod app for creating your own movement, we may start one. I think in my generation there is a protest for what we believe in, but we just express it in different forms, like music. A lot of messages come through songs, because the fans look up to and trust their idols. Protests can differ from antiwar to environmentalism,
Ainsley Heffel
Rainbow
The air is being further polluted every passing day, with growing pollution and technology. The plant life is being taken away by development and the water is polluted by human waste and garbage. I think that today we are becoming more conscience about the environment, but not nearly as good as it should be, I think if air, water and plants could talk they would not think we are doing a good job. The
1. Happiness 2. Friendship/family 3. Adventure 4. Environmental responsibility 5. Ambition Environmental responsibility is a very important value, but in life it is hard to have it as one of your top. I wouldnt say it is my least important value, but it is definitely not my most important. Being a teenager in the modern world is difficult to achieve environmental
Peace not war Help innocent children Proves 1 person can make a difference I like how he is targeting teens because this is happening to teens and children in Africa (in reference to the author of the vimeo video). Freedom Safety All in all its better than not doing anything about the situation. page 14
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES ratio to people helping the environment and people polluting, and developing is far uneven, in a bad sense. efforts. We are constantly in the car, we dont think much about recycling, we occasionally litter and we dont go out of our way to sustain the environment when its easier to not. This truth is not one we would like to believe, but it is the truth, even if we do contribute a little, we always could do better. consumerism, and social media awareness. There are songs out there that we like that are completely pointless and also ones that have meaning. I think the artists that express what they feel about all these controversial topics and share that with the world are good ones. I generally like to not talk and think to myself. When I listen to music it helps me think a lot more about anything. Probably my favourite thing to do is walk by myself outside while listening to music, so its the only think I can hear. I do not like to listen to popular music. In my opinion its not really music its just beats. Pop music may have
Avery Heilbron
BoJanGles
In the 1950s everyone saw everything positively. There was new development and everyone was happy during the post war period. If plant life, air and water had thoughts and feelings and were able to be heard they would not be as happy as the people around them. Plants would be losing their friends and family, and air would feel trapped and uncomfortable due to the lessened amount of space. Air would also feel dirty because of pollution. Water may, however feel like the cool guy on the block.
Honour, hard-work (determination), individualism knowing what you want so you can get there. Honour because anyone could have courage but to have true honour to stand up for people and yourself is meaningful. Hard work because you cant get anywhere without it. Individualism because knowing what you wan tis half the battle. If you have path to follow life is much easier. b. It (Environmental Responsibility) is definitely not a priority. The things created in life
a)
Kony is not allowing children to life freely, according to the video. They have no rights to live the way they want to. The kids also have to disobey their predisposed and learnt morals. They do this by killing their parents and mutilating innocent children. These are the only values I think Kony is directly affecting.
page 15
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES Hes allowed into all these new homes through the tap, while boys and girls everywhere are playing with him in their front yards all the time. I do not understand how a human could get better ay portraying their stories. were made to be used not preserved. Saying this, however, I dot not leave all my lights on or drive a hummer. I am aware of the environment and Im not wasteful. Until theres a major problem, not many people will care and I do not care enough to make a difference. a message, but a majority of its listeners are not the smartest groups of people. I listen to music with ands, however, Im not a hipster. I just enjoy real music (even if its classical) because I play an instrument. I would classify the music as light, upbeat rock. Id say this reflects me because as a person Im not trying to fit in. Im trying to stand out. Im also very realistic which ties in to the real music that I like. I cannot think of a protest. Today weve been listening to a few songs that are meaningful. One song I find in particular resonate with is Jack Johnsons gone. It
David Bao
Sushi
The post war period in the textbook was described as the era of development. During this period, a lot of technologies were undergoing a great change, such as automobiles, TV, appliances, etc. However, this period
Excellence, experience, attractiveness. I value these characteristics because they are significant traits for a good teen to have. I strongly suggest that all teenagers aim for excellency. They should excel at various aspects, like athletics, academics
From the incident of Kony 2012, Justice is the value that is being described. Joseph Kony, a leader of guerillas, commits a lot of war crimes and page 16
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES wouldnt be viewed so successful if it was being described in the environmental perspective. The air would be disappointed today because there have been a lot of sever consequences brought by the industrial development. The car is one of the key killers of the environment. As more and more cars are being produced, the iar starts to suffer, and supplies less oxygen as days wear on. It is not a happy ending the air expects. In plants perspective, heavy harvestation has secluded them from their habitats. Plants would be angry too. They might have stopped the harvestation due to industrialization if they knew their condition in 2012. In conclusion, I feel that humanbeings are too self-centered they should leave space for other beings, like plants or air, just because they are so closely-knitted that they would live without each other. An Assignment to Save the World or art. Experience is very important too. We should start building our experience in other to gain maturity. Maturity is very important in this society. It directs you towards success. Attractiveness is something adults care less often (unless you are a model). However, we should start building our attractiveness as early as possible so that we wont worry about getting married in the future. There are at the same time many other good characteristics that I should have like confidence, enthusiasm, courageous, etc. Since Ms. Pagtakhan only tells us to write 3 then I would only put the first three words I see and recognize with Ms. Pagtakhan or Ms. Magnaye. <3 conveys a message that I agree with. It states the people should stop buying expensive items because they only create emptiness in peoples spirits and minds. I totally agree. Teens nowadays do seem focused in expensive brands that are not worthy. They buy it because they (??? cant read the word he wrote) them proud among friends. Yet if one really wants to be respected by people, he should focus more on developments of spirits and knowledge. Children nowadays protest less than people from the previous generation because they are being overpage 17 promotes battles between nations. He illegally organizes teenagers and children to recruit armies. At the same time a lot of female teenagers are being abused. In this case, it is an indication of a lack of justice. Anyone who saves the Children of from being abused would be considered as just.
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES protected. The actual reason is that they do not need to worry about any issue. While eating, drinking, living; rather all of the problems are taken care by their parents. They are living so happily that they only focus in entertainment (or mostly in entertainment) that they care less about social issues and individual lives. If they dont have any concerns about living, then they viritually dont need to go on streets protesting. The protests will only happen when they are hungry and have nothing to eat.
page 18
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES E Block

STUDENTS REAL NAME Leah Frome STUDENTS PSEUDO NAME: Rebecca Black
STUDENTS RESPONSE: FEB 17
STUDENT RESPONSE: FEB 24, 2012
STUDENT RESPONSE: MARCH 2, 2012 In our society, I find people listen to different types of music depending on what they are doing or what mood theyre in. If kids are partying they want to listen to continue partying. If a kids is depressed the music that makes them feel that state will support how they feel or there actions. For ex. Some music I feel that I believe in I relate to the lyrics and others I listen to soley for the purpose of the catchy toon that makes me feel happy.
STUDENT RESPONSE: MARCH 9, 2012
I do not entirely understand Absent from school the question thoroughly due (field hockey tournament) to the fact that I dont learn about the environment into depth, although, I do not feel the need to learn more about the environment. This is because I feel that even if small amounts of people change their ways this will not affect the universe as a hole. The pictures in the textbook tend to over expose and exaggerate which does not tell us the full story.
I think that it all started with a promise. I feel that if this guy didnt make this one boy a promise he wouldnt have the same weight on his shoulders to fulfill a promise; if he did not make a promise I feel that he would be trying to make a difference but not as much. I feel one of the values behind it are safety and the value of life. No kid should be put under pressure of Part III: I feel that kds within 2 running for life or forced or 3 years of me dont protest to kill family members. at all that much unless you find Every teenager should a kid that feels strongly about be given power and say politics. In the community I live at any age. They should in kids would protest for dumb not have to fight for things like getting a car, or their life or get clothes, they want. brainwashed to kills Unfortunately many kids dont people. The values of see the real issues in life and if I their life and safety is hear kids protesting it does not what means the most. sound like it should be a page 19
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES protesting matter. My core values: confidence, The songs that I listen to reflect happiness, balance, courage, my values My values are honesty. I would place happiness, confidenceetc environmental responsibility listening to happy songs makes as a value farther down on me happy when I am upset. my list because I am not very The songs that I listen to are an knowledged and therefore accurate reflection of who I am dont care that much. If I was and what my values are educated about this a little because I want to be happy and more it would have been top confident and the songs that I 3 of my values. listen to are happy. I think that my generation doesnt protest because we are scared of what the consequences may be. My core values are honesty, Currently, I listen to mostly 80s pride, loyalty, kindness and rock music by the likes of Bon justice. To be honest Jovi, Poison, Motley Crue and environmental responsibility AC/DC. I think it shows that I does not rank too high on my am unique in regards to my core values list. I feel that generation, not conforming because it is more of a new with the status quo. I also concept, it hasnt been appreciate the depth of these ingrained into society as songs, the amount of time it much as the others. I would takes to perfect and the mere think that awareness will beat. increase in the future and that may or may not change I dont really feel that the my perspective. music of our generation contains any protest messages. However that is from my perspective and its possible that others would beg to
Sarah Vafaei
John Smith
I dont entirely understand the question, but from what I understand the pictures show what they want us to believe. They do not really show us what is really happening, and that is pollution.
Absent Left early for 1 day service trip to India.
Kiyan J
Jack Smith
We were shown pictures from the textbook and others from a different perspective. These pictures were off topics like suburbanization, consumerism and megaprojects. In my opinion, as time has progressed, we have become more cognizant of the nature around us. I also believe that in the future, media will portray ever more real perspectives.
I think that the Kony 2012 movement does represent peace, good will and generosity to an extreme extent. However, the argument could be raised that it is simply for personal profit and fame, but to be honest, I do not agree with that.
page 20
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES disagree. Part 1 he values the value of life and not materialistic goods. He also sings about not caring about materialistic goods. Part 2 the songs I listen to reflect my values because many of the songs I choose to listen to are either have a good message or a good release. Part 3 I dont think there is a protest song of my era.
Brittany Torpy
Mike
The images we have seen in the textbook dont show the whole story behind the photos. AS time goes on generations have become better at realizing what negative impacts we are having on the environment. Now we have a better understanding about what harm we are creating to the environment.
Core Values Loyalty Concentration Compassion I would ran environmental responsibility low because if I have the choice to be responsible eg recycling I would choose to do so but the majority of the time it is up to our parents because I still live at home. I do care about the environment but it is definitely not one of my first priorities. 1. Hardworking 2. Self-control 3. Harmony 4. Creativity 5. Independence 1. Hardworking: I believe Im hardworking because I always strive to achieve the best I can. I work hard for my grades, my sports and even for my art. 2. Self-control: although I procrastinate Im able to control myself. I can
Absent Left 1 day early for spring break.
Leili Ghaeme
Isabella
Judging from the photos shown in the PowerPoint it is evident that previous generations were not necessarily good at depicting the truth behind the urbanization, production and consumption of their time. Perhaps they didnt know? They probably werent aware because technology wasnt very advanced or because the consequences werent very evident. But I believe that thats all changed now. We have introduced
Looking though my play list Ive Absent realized that Ive never really Left 1 day early for India based my purchases on the Service Project meaning of lyrics of sons but rather on their genres. I mostly (99% of my songs) have alternative songs. This genres classified as a little different than the norm. Particularly the song I listen to, not many people I know listen to them, at all. So this might mean that i believe in being unique and strive to be different from other people. My songs are also mostly calm and more page 21
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES sustainability, recycling and waste management into the world. We now have numerous organizations working to keep the environment clean and healthy only because the human population has finally realized that were approaching an end fairly quickly. To be blunt its all due to our selfish quality that we are attempting to save mother nature. Yes, were are more efficient at delivering info about our degrading environment. But no, were not that much more efficient at stopping any environment problems. Schools need to begin teaching more about these issues. Governments need to begin making laws to protect nature from companies. keep myself in line and follow all guidelines. 3. Harmony: Its a value of mine because I strive to always be in sync with my surroundings Im able to adapt to my environment quickly and easily. 4. Creativity: Im always described as an artsy person. I tend to look for creativity in the most banal situations and topics. Its probably one of the most prominent values. 5. Independence: I do everything alone when teamwork is not required; from travellinghomework. Its one of my values because of my family situation. Environmental Responsibility: This one of my most important values, I think. My family and I strive for obsolete recycling tactics, sustainability and waste management. Environmental responsibility is very important to me. instrumental. This means that I believe in peace, serenity and equality. These characteristics of my songs also represent my core values; peace, serenity, diversity, uniqueness. I believe that the song that reflects on our era is where is the love by the black eyed peas because it talks about all the war going on and how people are still discriminating ad after what they personally want, not whats good for the world, not peace.
page 22
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES

Sachli Nayeri Willie Stroker
Ms. Pagtakhan showed us some images on suburbanization, consumerism and mega projects of the post war period. The pictures from textbook show that it does not tell us the entire story. We are in fact damaging the environment with these modernization of the society and new life styles. These damages are hidden and we are better at understanding different perspectives now.
My values are: 1.money 2.open-mindedness 3.honesty 4. happiness 5. confidence My priorities and values do not involve environmental responsibility, because I think at this age, we do not have much of a choice, therefore it is very far down my list so far, our parents have controlled everything environment related an
I dont think we have a protest song but if I were to pick one, it would be crazy simple plan because it really brings up what I personally think is wrong in our generation and society. The songs I listen to reflect my value for happiness. I generally listen to more upbeat music because I like to enjoy myself. Also the reflect my value for honesty and confidence because I listen to some feelgood music, and things I can generally relate to personally. I dont think our generation has an excuse to protest. We tend to be rebels without a cause and pick on the smallest things when in reality we are mostly happy with what we have but we are too scared to admit it. Absent.
Absent
Matt Mayer
Bay Life
The word has definitely gotten out more but the teaching are not shoved at us enough so we are not worried about the implications of our action environmentally worse. Thus and more reproduction = worse economic things.
Loyalty, friendship, strength, compassion, fun It (Environmental responsibility) is absent. I would rank it like near last to be completely honest. It barely even comes up in thought. I just dont care
I think that pity and safety are the core values to KONY 2012. WE feel bad for the Africans and feel like these other people of our (dont know what he typed) should be saved, protected and page 23
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES because I dont feel its that needed to care. Subconsciously I think that its because I know that Im putting a negative effect on the environment but I dont feel anything bad will happen til after Im dead. 1. Friendliness 2. Adaptability 3. Resilience 4. Modesty Because these characteristics represent a strong person. Environmental responsibility is important because without it critical thinking is not truly possible. However, ER is not high on my list because it is indoctrined in me that ER is important by not the most important. It has never been a priority #1 because being environmentally conscious is expensive. safe.
Ben Teo
Mike Hunt McLovin
From photos on the left from counter points, one can see that there is only one perspective shown; that urbanization consumerism and mega projects are good. While they are decent, the book does not do a good job of showing the negative aspects of these three issues. It shows the clear neglect of the environment in the 1900s and the neglect to show the perspective of the environment.
Jack Johnsons Gone 1. He is protesting the materialistic nature of people today. He says that people lose themselves in their materialism and lose sight of their artistic nature. To him, money and possessions are not as important as people think they are. For me this is both true and not true. I think that its important to do something you love and not work for the sole purpose of money. 2. A. My playlist has songs that are mostly indie, electrictonic, party songs and euphori-like songs. What this says about me is: I am individualistic, outgoing, imaginative and idealistic.
Absent due to surgery
page 24
APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES B. This is an accurate description because my taste in music has not changed for several years now. This tells me that this is my personality and that I wont change for a while. I listen to every type of music; rock and roll, electro, rap, dance etc I guess this tells me that I dont really like one thing but I can be tolerant and respectful about everything. I believe this partially reflects who I am and the values I reflect.
Iacopo Beltramo
Absent.
My core values are: respect, cleanliness, fitness, humble, freedom. Environmental responsibility is not part of my core values because if I am environmentally friendly is not going to change the world. Environmental responsibility is really far down on the list.
After you watch a 30 minute video about Uganda you suddenly become a political activist. This is what is happening to teenagers during this period. The values represented by Kony 2012 are: safety for weaker children and teenagers, caring about others and addressing the issues of the world.
page 25
APPENDIX E: Teachers Daily Field Journal (reflections at the end of each EE infused class)
WEEK OF FEBRUARY 14-17 Curricular Topic: The Changing Social Landscape of the Post War Period Topics include: Immigration & Baby Boom Urbanization (& Automobile Era) Consumerism Growth of Canadas industrial sector Counter culture movements/social activism of the 60s & 70s Questions for class discussions or for pausing and reflecting on EE within the regular curriculum What do we think is happening to the Canadian Landscape? As we increase consumption and resource development, what has happened to the environment? Was this inevitable? Your textbook states that it was only in the 60s that the word pollution became a topic of discussion. Why do you think it took that long even though the visual evidence (smog, excavation sites etc) was glaring? Lets look at our textbook. What percentage of Ch 6 Canada in the Post War World is about political issues? On economic? Social? Environmental? Why do you think this is so? Is there a message we are implicitly being told? What is the message? Consider again the pictures of the post war period in your textbook (Elvis on p.168, a red convertible, p. 170 pictures of suburban family p. 171-173? Notice even when theres a paragraph on consumption (p. 173 and p. 187) when they discuss some dangerous environmental impacts, there is no photo of those impacts. Instead they provide you with photo of the trans-Canada highway at its completion in between green space. Is there a message? Is this intentional?
TEACHER FIELD JOURNAL ENTRY FEBRUARY 14

Today is/was Valentines day which really means, I had to constantly remind students to focus. Class was interrupted several times today due to singing telegrams and candy deliveries all made possible by the grade 11 and 12 Executive students in charge of spirit days at the school. The only thing I had going for me was the fact that we had already started a concept map last week about the changing landscape of Canada in the post war period so they were clear about what topic they should be focusing on. I dont know if they thought it was a rhetorical question or not but no one answered me in A block (first period of the day). E block was more communicative saying well obviously, its getting used up. More insightful comments were about
FEBRUARY 15
Permission slips and survey collection is driving me nuts. The link to the survey is posted on the school homework calendar and so is an extra copy of the permission slip. But neither class has all their slips in. Great. As for the on-line survey, I think 7 kids have done it by this point. I plan to corner them on Friday and open the laptop cart and make them do it with me standing over them. Yes, so much for privacy but I really wont stand over them but the laptop cart is definitely going to be open so they can do it in class. Today when reminding E block about permission slips, Leah and I got into a discussion about why Im doing this AR (she didnt use that word) project. I said something about me worrying about how kids viewed environmental education whether it
FEBRUARY 17
Todays class was again a reminder for slips and surveys. In both A and E block there were a large number of students who had NO idea what I was asking. I had to provide so many analogies and examples to get them to start writing that I was worried that Id strayed too far from the original question. They were more focused for journaling today because I reminded them that I was closing in on my data collection and that todays entry was really significant as a day of data collection. Theyre kind students so I suspect that some of them wanted to get the answer right for the sake of my studies. And thats why had so many questions. I told them that if they didnt understand the question that maybe they should
page 1
environmental degredation and the negative consequences of over consumption and the automobile. They seemed more annoyed that the question had such an obvious answer. It does but the goal was just to make them think about it. They had limited answers for my second question about why they think it took so long for companies to start addressing the issue of pollution. Answers mostly centred on the fact that companies were busy working on things their companies did and not doing research on stuff they werent sure about. They also said that there just werent any solutions back then until now. Overall Im just surprised at how they seem to lack a deep perspective on the issue of environmental preservation. They seem to lack the ability to look deeper even though our class has discussed the role of government in policy making. We have discussed the idea that the economy is an engine that needs fuel by way of goods and services and was a pointless study or whether they felt they knew it all. Then Leah just flat out told me (in a really respectful way) that she just doesnt know anything about the environment except for all the regular stuff. She just kept saying that she doesnt know anything because she never got taught it. She saw may face fall I mean, I FELT my face fall! And then she back tracked and said, Like its not your fault maybe thinking that she was criticizing my teaching but that wasnt the case. Instead I was completely shocked that in all her areas of study (science, math, English AND socials) NO one had addressed it. I doubt that. But what I got from it was that conversation with her was that she hadnt learned something salient enough about it to make her change her perspective. There is definitely and environmental ed component in Grade 6 Socials and grade 9. And the science curriculum has part of it devoted to natural disasters etc Why didnt Leah think she knew anything? respond to what I think I mean. Or maybe in their journal prompt explain why they are confused by the question. Needless to say Im very curious to read todays responses.
page 2
WEEK OF FEBRUARY 21-24 Curriculum Topic: Emerging Canadian Identity Topics Include: Canada as an emerging Middle Power Canada-US Relations Questions for class discussions or for pausing and reflecting: As students continue work on Cultural Values assignment, they are asked the following: Given the spectrum of policies you have studied from 1950-80, what would you say are this eras values? Who is deciding what these values are? How do you know?

Above were some of the guiding questions I asked today and got some pretty stunned looks from the kids. Picture a chart with a list of legislation associated with a PMs time in office. So the first part of the chart is data gathering and the far right column asks the students to identify the values and characteristics associated with the era. Crickets. I hear crickets. The kids dont know what Im talking about. Some ask for a definition and examples of values. I give examples. I say, if Trudeau passes legislation making illegal to discriminate against women and visible minorities, what does that say about what Trudeau is important? Silence. Some answers that come out in small voices, He likes women? then laughter ensues because it turns into Trudeau is a ladies man. Great.
FEBRUARY 22
So today, I show video clips that show music associated with each piece of legislation in the hope of getting kids to see and feel the vibe of each era. Then I ask the same question hoping the music will tap into their emotion which will then tap into some vocabulary they have about values. It works but I had really high expectations. Still vocabulary was a problem. They were using words like they would use in grade 6. On Friday, Im compiling a list of all the values weve been using in class and see if we can add to it or at least journal about it. Their assignment after this PM data gathering chart is to look up songs now associated with each era (from this chart I made them do) which reflect the era. Im still hoping this will tap into something deeper than what they are giving me. I truly think this is just a vocabulary problem. They will be presenting these songs next Tuesday.
FEBRUARY 24
So today, I put up a list of values and ask them to a) list 3-5 of their core values and briefly explain why those are their values. Order is not a big deal. Then apart b) They had to tell me where environmental responsibility ranked in that list and why. Is it absent is it high on the list is it low and then explain. Again, the kids had a hard time naming values so I had a pdf file projecting on the board of all the values weve discussed as well as all the ones we could still go into. This was a good thing because then they could start attaching their behaviours to that value. When we later went back into curriculum, they could better see a piece of legislation for what it embodied in terms of values and what message it sent by passing it. At least thats what I got from the discussion. But I havent read their journals yet so Im pretty curious as to how well it really went.
page 3
WEEK OF FEBRUARY 28 TO MARCH 2 Curricular topics: Same as previous week: Note: The original design had me covering Canada in the International Scene 1990s (The Middle East, Kosovo, Somalia, Rwanda). But due to the problems students had with identifying and naming values associated with actions, lessons were extended through to this week.

4 missing permission slips 4 more to do the EE survey Ryans absenteeism is getting completely out of control. I dont think Ill have enough marks for him to pass the course. Will speak to Val about course of action. A Block: P is really struggling with values still. I think she visited my desk in excess of 5 times and I think its making her anxious that she doesnt know the answer she really deals in absolutes, that kid. H and A seem really confused too, asking questions about what exactly this has to do with what were learning. Like why is this column even in the chart? I cant remember if started the unit at the heroic quality or not. Ooops A block always seems so business oriented like they just want to get the chart over with only the values portion is really just annoying. It feels like that but I think its really only P, H and A who think that. You know I think its partly to do with where they sit. They need to move away from that right side (sort of no mans land) because the 2nd and 3rd and even 4th seem to be getting into a groove. Reflection its only the 3 girls who are struggling with values. E block is good to go As usual though. Very insightful stuff going on today about Trudeaus values. Vocab seems to be expanding.
FEBRUARY 29
Power outage. No classes. No data collection!!! CRAP! Will post on school web to do ee survey but who knows. Crap! Crap!
MARCH 2
Student Journal Prompt March 2, Part I: Listen to Jack Johnsons Gone and i.d. values from the lyrics. Part II: Sts identify values in the music they listen to and indicate if it reflects what they believe in. Part III: sts respond to question about whether there is a protest movement of their generation. E block most focused on answering the question today. Still needed to unpack the question further though Gave example of Buffalo Springfield Song from last week. Seemed to clarify. L says that the things kids protest about is mostly about not getting what a West Van kid wants. Says their spoiled and admits shes a bit spoiled. But says thats the only real protest she could think of. K, --prob most mature and insightful kid in class, but also says theres no protest for their generation. But also that thats why he listens to oldies.. (like 80s music had to laugh at that one) because theres more of a message in those songs. When I think about it though, when I was a kid, was I aware of the movements of the 80s? Actually, yes nevermind. Maybe theyre just too involved. Some talk in the SS domain today about what I was doing. Karcz and Sword think kids are too distracted to have some idea of movements. Talk of the role of facebook in distracting them. Sword says it numbs them. I want to read the answers to this prompt.
page 4
WEEK OF MARCH 6-9 Curricular topics: Canada in the International Scene 1990s Topics Include: Peacekeeping Efforts (The Middle East, Kosovo, Somalia, Rwanda) Questions for class discussions or for pausing and reflecting: Notice the powerpoint slides of the Middle East, Kosovo, Somalia & Rwanda. What do you see? Given our discussion last week, is there anything else you notice in the photos perhaps something more silent. Change in direction of research move back to values ed. Used KONY 2012 at end of notes to discuss parallels with the above peacekeeping efforts. Asked about what values were embodied in Kony 2012.
TEACHER FIELD JOURNAL ENTRY MARCH 6

Kony 2012 who knew? So thats all it took. Today happened so fast I wish I could have put that energy into a jar and saved it. Recap: taught on Canadas 4 peackeeping efforts using ppt mostly visuals of ravaged landscape. Note to self, one slide might be to vivid in terms of vivid mental imagery. Take out for next year? Showed Kony 2012 vimeo last. They showed up to class excited, asking me if I had heard about it. Took a bit to settle them down. In a nutshell, the passion is there. The drive to get involved is there. All that passion that I want them to have towards EE was there and spurred on by Kony 2012. It seemed that the kids just needed a cause that was real, now, attainable, tangible. The value vocab came out. Today was crazy and I dont ever remember teaching to that level of chaos and excitement before. Maybe the problem with EE programing is that its too removed from kids. Wait, Konys in Uganda Why does it work? Whats the appeal? Humans helping humans? Thats the draw? Konys made them action oriented but what about it does it?
MARCH 7
Fire is still burning. Im a little nervous about Cover the Night and am worried that showing the Kony 2012 video resulted in me endorsing their radical behavior. Oh god please dont let this go badly. In trying to reign in their excitement I asked them why they were doing this and why they felt this way. Why now? ... and what does this say about what you believe in? And they all looked at me like I was an idiot because it was obvious to them about what they cared and valued. It was obvious that it was about peace, justice, care for other teenagers, and safety and a few other things I couldn't get on the board fast enough. I heard someone in grade 11 started a fb group about Cover the Night. A few other SS teachers have shown the video too sowho knows how far this is going to go. Its crazy how one thing just seems to happen.. one very good example of action in this case, puts everything into perspective for them. All tools of vivid mental imagery, employing music, stories and humanizing the content made them really 'see' everything (every value) I'd been trying to teach about the post war period in one 30 minute video about Joseph Kony. Not sure what the next step is but will talk to Jen if we can take this on as a dept.
MARCH 9
Last Day of Classes before Spring Break E block has kids leaving early due to trips. Journaling is done quickly and absent mindedlyJournaling was under 10 minutes today. Not good. Not looking forward to reading responses. Lots of kids absent (half of A block is gone already. Sucks because I really wanted a sample of their journals for AR.
page 5
APPENDIX F: PRIME MINISTERS OF THE POST WAR PERIOD CONNECTING VALUES TO LAWS
Social Studies 11 Unit: Canada in the Post War Period Counterpoints Ch 6 & 7 Name: Date: Block:
Complete the chart using Ch 6 & 7 of your Counterpoints Textbook & the Student Workbook p. 125-137. For Counterpoints, it may be helpful to look up the policies/projects as they are listed in the index at the back of the book so you are able to find the page numbers where they are mentioned in the book. Prime Minister & Years in Office PARTY POLICIES / PROJECTS
The St. Lawrence Seaway The Trans-Canada highway Pushed for a transCanada natural gas pipeline
Summary of Policy
What does this tell us about the era?
What does this tell us about his values?

List some characteristics given the policies he has undertaken. What do you think people were saying about him while he was in office?
Liberal
Louis St. Laurent 1948- 1957
Newfoundland became Canadas tenth province Made major headway in legislation for social welfare Department of Citizenship & set up Immigration Act 1952 View on Red Scare (see p.192 of Counterpoints) Entered Canada into NATO
Pagtakhan 1
Implemented Columbo Plan
Prime Minister & Years in Office
PARTY
POLICIES / PROJECTS
Summary of Policy

Grounded Avro Arrow Project
Progressive Conservative
Entered NORAD
John Diefenbaker 1957- 1963
PM during Cuban Missile Crisis & Vietnam War Raised pensions for the elderly and disabled
Relationship to Canadian farmers
Pagtakhan 2
Canadian Bill of Rights Prime Minister & Years in Office What does this tell us about his values?
PARTY
POLICIES / PROJECTS
Summary of Policy
Entered into Auto Pact Appointed a Royal Commission on Bilingualism and Biculturalism to improve English-French relations Canada Pension Plan Medicare
Lester B. Pearson
Liberal
1963- 1968
Canadas new flag

Note: He is not PM for this crisis but Minister of Foreign Affairs
Suez Canal
Note: He is not PM during the Red Scare per se (that was during St. Laurent) but he was Minister of Foreign Affairs.
Against the witch hunt associated with communism (see p.192 of Counterpoints)
Pagtakhan 3
PM during Vietnam War
Prime Minister & Years in Office
PARTY
POLICIES / PROJECTS
Summary of Policy

Official Languages Act
Citizenship Act
Pierre Trudeau
Immigration Act 1978
Liberal
19681984
Income tax cuts
National Energy Policy
OPEC Crisis
Pagtakhan 4
FIRA (Foreign Investment Review Agency) Improved benefits for the poor and elderly View on Women & Rights Entered into La Francophonie NORAD membership? View on Missiles?
Recognizes the Communist China NATO involvement? CIDA (Canadian International Development Agency)
Pagtakhan 5
Stance on Trade
Pagtakhan 6
Appendix G: BC IRP Social Studies 11
STUDENT ACHIEVEMENT
KEY ELEMENTS
SKILLS AND PROCESSES OF SOCIAL STUDIES

critical thinking skills research skills communication and presentation skills (written, oral, graphic) skills and attitudes of active citizenship
GOVERNMENT AND POLITICS

understanding the political spectrum how Canadians effect political change formation of governments in Canada the Canadian constitution
AUTONOMY AND INTERNATIONAL INVOLVEMENT

Canadas development as an autonomous nation impact of WWI and Canadas role impact of WWII and Canadas role Canadas participation in world affairs
HUMAN GEOGRAPHY

SOCIETY AND IDENTITY

significance of changes in world population comparing Canadas standard of living with those of developing nations assessing environmental changes affecting Canadians
development and impact of Canadian social policies and programs economic cycles and the Great Depression role of women in Canada impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity challenges faced by Aboriginal people in Canada what it means to be Canadian
SOCIAL STUDIES 11 29
STUDENT ACHIEVEMENT Skills and Processes

SKILLS AND PROCESSES
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. It is expected that students will:
Students who have fully met the prescribed learning outcome are able to: give examples of critical-thinking processes (e.g., questioning, hypothesizing, inferring, predicting, summarizing, verifying, identifying relationships and patterns, using analogies, comparing, classifying, drawing conclusions, defending a position, reassessing a position) recognize connections between events and their causes, consequences, and implications (e.g., relate current events to historical contexts) develop pertinent questions to define a topic, issue, or situation compare a range of points of view on an issue draw conclusions about an issue, situation, or topic defend a position on an issue, situation, or topic access a range of information sources on selected topics, including sources from a range of media types (e.g., print news, broadcast news, online) representing a range of perspectives that qualify as primary (e.g., original documents, political cartoons, interviews, surveys) and secondary (e.g., textbooks, articles, reports, summaries, historical monographs) that deal specifically with Canadian social, cultural, political, legal, economic, and environmental issues (e.g., web sites for governments, NGOs, and interest groups; archives; libraries) explain the importance of accessing and considering a range of information sources assess the accuracy, reliability, and relevance of collected information by determining examples of bias and points of view in information identifying the data collection methods (e.g., poll, census, interview, survey) determining currency of information determining consistency with information obtained from other sources on the same topic (corroboration)
apply critical thinkingincluding questioning, comparing, summarizing, drawing conclusions, and defending a positionto make reasoned judgments about a range of issues, situations, and topics
demonstrate effective research skills, including accessing information assessing information collecting data evaluating data organizing information presenting information citing sources
30 SOCIAL STUDIES 11
STUDENT ACHIEVEMENT Skills and Processes

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS collect and organize primary data (e.g., design and conduct surveys and interviews; extract data from web sites and archives) interpret and construct maps synthesize and evaluate collected data organize information effectively (e.g., outlines, summaries, notes, timelines, visual organizers) present and interpret data in a variety of forms appropriate for the purpose (e.g., written, oral, graphic) cite sources consistently and appropriately select a presentation form (e.g., written, oral, graphic) appropriate for the communication purpose clearly formulate and support a thesis communicate ideas, opinions, and arguments effectively: orally written graphically identify attributes associated with active citizenship, including ethical behaviour (e.g., honesty, fairness, reliability) open-mindedness respect for diversity empathy questioning and promoting discussion tolerance for ambiguity individual and collective responsibility remaining informed over time advocating responsibly for own and others rights ongoing examination and reassessment of own beliefs willingness to participate explain the value of attributes associated with active citizenship assess the influence of mass media on public opinion demonstrate skills of collaboration and co-operation, including the ability to collaborate and consult with others respect and promote respect for the contributions of other team members
demonstrate effective written, oral, and graphic communication skills
demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration
STUDENT ACHIEVEMENT Politics and Government

POLITICS AND GOVERNMENT
Students who have fully met the prescribed learning outcome are able to: define totalitarianism, democracy, liberalism, conservatism, socialism, fascism, and communism distinguish among Canadas and BCs major political parties in terms of policies, philosophies, and priorities describe the significance of the following in the workings of government: passage of legislation (including First, Second, and Third Reading; Royal Assent; private members bills) party discipline versus free votes cabinet patronage Order-in-Council compare mechanisms whereby public policy can be changed (e.g., elections, petitions and protests, lobbyists, special interest groups, court actions, media campaigns) describe the elements of the electoral system (e.g., candidates, parties, constituencies, voting, election campaigns) distinguish between majority and minority government in terms of benefits and challenges demonstrate awareness of precursors to the Canadian constitution (e.g., British North America Act, Bill of Rights) explain the significance of the notwithstanding clause and amending formula identify Charter rights and fundamental freedoms (e.g., equality, mobility, legal rights, language rights, education) and potential limitations on those rights give examples of the impact of the Charter on Canadian society
demonstrate understanding of the political spectrum
explain how Canadians can effect change at the federal and provincial levels
explain how federal and provincial governments are formed in Canada
describe major provisions of the Canadian constitution, including the Canadian Charter of Rights and Freedoms, and assess its impact on Canadian society
STUDENT ACHIEVEMENT Autonomy and International Involvement

AUTONOMY AND INTERNATIONAL INVOLVEMENT
Students who have fully met the prescribed learning outcome are able to: identify and describe the significance of events contributing to national autonomy, such as creation of the Canadian Corps in WWI Paris Peace Conference/League of Nations Halibut Treaty King/Byng Crisis Statute of Westminster parliamentary vote to join WWII Canadian flag patriation of the Constitution describe Canadas military participation in WWI (e.g., Somme, Passchendaele, Vimy Ridge, Ypres, 100 Day Campaign) relate Canadas war losses to the nature of warfare (e.g., attrition, trench warfare, submarines) explain the wars impact on the home front (e.g., enemy aliens, conscription, Halifax explosion, Victory Bonds, rationing, War Measures Act) describe Canadas military participation in the allied war effort (e.g., Dieppe, Italian Campaign, D-Day, Battle of the Atlantic, Hong Kong, liberation of the Netherlands, bomber command) explain the wars impact on the home front (e.g., arsenal of democracy, air training, total war, conscription, propaganda, enemy aliens) recognize the importance of both individual and collective action in addressing human rights issues (e.g., response to the Holocaust, refugee policy, land mines treaty, Rwandan genocide) evaluate Canadas contributions to the UN (e.g., peacekeeping, role on the Security Council, participation in the UN agencies) describe Canadas involvement in the Cold War (e.g., Avro Arrow, NATO, NORAD, Dew Line, Bomarc missiles) evaluate Canadas response to modern conflicts (e.g., Korean War, Suez Crisis, Bosnia, 1991 Gulf War)
describe Canadas evolution as a politically autonomous nation
assess Canadas role in World War I and the wars impact on Canada
assess Canadas role in World War II and the wars impact on Canada
assess Canadas participation in world affairs with reference to human rights United Nations Cold War modern conflicts
STUDENT ACHIEVEMENT Human Geography

HUMAN GEOGRAPHY
Students who have fully met the prescribed learning outcome are able to: interpret population pyramids and the demographic transition model collect and analyse population data related to distribution density dependency ratio relate changes in Canadas population to changes in world population describe possible responses to population growth, such as improving literacy rates economic development opportunities for women family planning (e.g., one-child policy) explain the significance of the UN Human Development Index research key indicators of human development for Canada and developing countries, including life expectancy rates literacy rates infant mortality rates disease (e.g., HIV/AIDS) fertility GDP describe causes of poverty (e.g., armed conflict, natural disasters, lack of education and employment) describe possible responses to development issues, such as international aid (e.g., CIDA, NGOs, UNICEF, WHO) debt reduction explain how industrial and technological development can affect the environment (e.g., global warming and ozone layer depletion) evaluate possible responses to global warming and ozone depletion (e.g., Kyoto protocol) identify threats to water quality and supply in Canada (e.g., contamination, misuse) and suggest possible solutions (e.g., treatment technologies, conservation)
explain the significance of changes in world population with reference to population pyramids distribution density demographic transition models
compare Canadas standard of living with those of developing countries, with reference to poverty and key indicators of human development
assess environmental challenges facing Canadians, including global warming ozone layer depletion fresh water quality and supply
STUDENT ACHIEVEMENT Society and Identity

SOCIETY AND IDENTITY
Students who have fully met the prescribed learning outcome are able to: compare policies facing an immigrant to Canada in the early 20th century with those in place at the end of the 20th century (e.g., head tax and origin of immigrants versus point system) identify key milestones in the development of the welfare state (e.g., medicare, old age pension, employment insurance, workers compensation) and explain their significance give examples of Canadas treatment of minorities (e.g., internment of Japanese-Canadians, restrictions on voting, protection of minority rights in the Charter of Rights and Freedoms, and introduction of the Multiculturalism Act) relate the terms recession, depression, recovery, prosperity, deficit, inflation, and supply and demand to economic cycles describe the effects of and various responses to the Great Depression (e.g., unemployment, government intervention, protest parties, soup kitchens) relate economic cycles to the development of the labour movement (e.g., One Big Union, Winnipeg General Strike, On-to-Ottawa Trek, Regina Manifesto) identify the contributions of women during the wars and to post-war Canada (e.g., increased industrial capacity, economic growth and employment, changing social attitudes) identify ways in which women have influenced Canadian society, including suffrage prohibition politics pay and employment equity
assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights
explain economic cycles with reference to the Great Depression and the labour movement in Canada
describe the role of women in terms of social, political, and economic change in Canada
STUDENT ACHIEVEMENT Society and Identity

PRESCRIBED LEARNING OUTCOMES assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity SUGGESTED ACHIEVEMENT INDICATORS represent the opposing views of two or more people (actual or hypothetical) who lived through the WWI or WWII conscription crisis analyse the impact of expressions of Quebec nationalism (e.g., Union Nationale, the Quiet Revolution, October Crisis, sovereignty referenda, PQ, and BQ) on Canadian unity describe the significance of the Official Languages Act (e.g., bilingual labelling, civil service hiring) define regionalism and relate it to alienation (e.g., National Energy Policy, collapse of the cod fishery) describe the impact of the Indian Act on Aboriginal people (e.g., marginalization and dependency) describe the impact of residential schools on Aboriginal people (e.g., destruction of lives and communities) identify various Aboriginal responses to challenges (e.g., negotiations, protests, and court cases with respect to land and resource issues; demand for selfgovernment) formulate answers to questions such as the following: What are the challenges and benefits for Aboriginal people living on and off reserves? Why are Aboriginal people concerned about cultural appropriation? give examples of ways in which Canada is different from and similar to the United States (e.g., death penalty, gun control, health care, military, popular entertainment, civil rights) identify measures Canada has taken to promote a distinct Canadian identity (e.g., CRTC, CBC, NFB, Canada Council) defend a personal definition of what it means to be Canadian
demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to residential schools reserves self-government treaty negotiations
represent what it means to be Canadian with reference to distinctive Canadian programs and policies important Canadian cultural and scientific achievements
APPENDIX H: Collingwood School Social Studies11YEAR PLAN 2011-2012
Social Studies 11
Course Overview Social Studies 11 provides students with the knowledge and skills they will need to participate effectively as citizens of Canada and as members of the larger global community. The course is divided into two closely interconnected units: an overview of Canada in the 20th century to the end of World War II; secondly, Canada and the World from 1945 to 2000, and geographical issues. Through a variety of approaches including individual assignments, discussions, debates, case studies, and self-directed research, students will acquire and practice essential critical thinking skills. Text Cranny, M et al. Counterpoints: Exploring Canadian Issues. Toronto: Prentice Hall, 2001 AND Jerry Falk, M.A. Social Studies Eleven Student Workbook. Hazelmere Publishing. Supplementary materials as required. Assessment 80 % TERM WORK participation 5% tests/quizzes 35% research and projects 10% regular class work & assignments 30% 20% PROVINCIAL EXAM MARK
Content
Prescribed Learning Outcomes
Teaching Strategies/Learning Activities
Assessment Methods May Include
Resources Available
Unit 1a: Canada in the Twentieth Century (1901-1939)

Topic 1: Canada at the Turn of the Century SKILLS & PROCESSES OF SOCIALS demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration Structured Overview: 1. Social Behaviour in the early 1900s 2. Canadas Relationship to Great Britain Interactive Instruction/Interviews 1. immigration policy: Case study on the Komogatu Maru 2. Attitudes towards non-Europeans Indirect Instruction: 1. Analyzing Primary and Secondary Sources Oral Participation: Discussion of differences between past and present social norms. What are the underlying similarities, concerns? Are we that different today? Cloze Exercise; Video questions to Life at the Beginning of the 20th Century Whats YOUR immigration story? Analyzing Primary and Secondary Sources: Annotated Bibliography assignment writing assignments will be assessed on the students ability to understand the social, cultural, intellectual and emotional contexts that shaped peoples lives. Primary Sources: Perry, Krukones & Bergs Sources of 20th Century History Critical Challenges in Social Studies, Immigration in Canada in the 20th Century. Video: Life at the Beginning of the 20th Century
Wagners Survival Skill critical thinking/problem solving effective oral and written communication accessing and analyzing information
September (approximately 3 weeks) Topic 2: Canada & the Great War AUTONOMY AND INTERNATIONAL INVOLVEMENT assess Canadas role in World War I and the wars impact on Canada Structured Overview: 1. Causes of WWI & 2. reasons for Cnd involvement Indirect Instruction: Case Study Mapping assignment: Map of Europe before WWI Interpreting a Political Cartoon (see Counterpoints) Describe the authors historical perspective depicted in the image. How does this inform our understanding of the Nystrom Atlas of World History World War I: Canadas Role (Classroom Video)
Page 1 of 8
Content
Prescribed Learning Outcomes Wagners Survival Skill critical thinking/problem solving effective oral and written communication accessing and analyzing information curiosity and imagination
Teaching Strategies/Learning Activities 1. Billy Bishop 2. War Measures Act
Assessment Methods May Include situation? Paragraph: (annotated bibliography can take the annotated bib from unit 1 and put here if you find it fits better) Non fiction writing assignment: students use the prov exam training paper to assess 5 levels of writing pieces. Unit Test: a combination of objective, short answer & paragraph response questions.
Resources Available Blackline masters from Falk
The training paper topic is, Describe the role of Canada in WWI. However there is a 2nd option for WWI How did Canada change as a result of WWI
Topic 3: The Roaring 20s
SKILLS AND PROCESSES OF SOCIALS STUDIES demonstrate effective research skills, including accessing information assessing information collecting data evaluating data organizing information presenting information citing sources WAGNERS SURVIVAL SKILL: critical thinking/problem solving initiative and entrepreneurialism curiosity and imagination
Late September to Mid October (approximately 3 weeks) Structured Overview: Innovations: Canadian Inventions, Innovations, and Inventor 1. Innovations: Canadian Inventions, Comparison Charts (completion mark?). How are these Innovations, and Inventors inventions indicative of the time they were created? Independent Study: 1. Did Canada become more or less independent in the 1920s? Case Study: (if time permits) 1. People of the 20s Non-fiction writing assignment: Developing the framework for an essay. Students will have to create an outline for an essay, but not actually have to write the paper. The outlines will be in response to a topic on Canadian Independence. Or There is a ministry training paper available on this topic. If students are not ready to frame an argument and organize it in outline form, then it may be best to go back to the training papers and work from there. Who is Who Quiz?
Canadian Issues, Falk.
Topic 4: The Depression
SKILLS AND PROCESSES OF SOCIALS STUDIES demonstrate effective research skills, including accessing information assessing information collecting data evaluating data organizing information presenting information citing sources
SOCIETY AND IDENTITY It is expected that students will: explain economic cycles with reference to the Great Depression and the labour movement in Canada
Structured Over view: 1. Causes f the Depression 2. The Depression in Canada Experiential Learning 1. Reading & Understanding Stats 2. Videos of the Great Depression in Canada Independent Study: 1. extentof government involvement in social welfare programs? 2. emergence of political parties Case Study: 1. Mackenzie King & R. B. Bennett 2. Comparing & Contrasting the 2007 Housing Market Crisis to the 1930s Depression
Economic Geography Terminology Quiz Video Questions (completion mark) Discussion: What could the western democracies have done better? Possible non-fiction writing topic: of the root causes of the depression, eliminate one and discuss the impact. Ask students: would that shorten or lengthen the depression, change its demographic or geographic extent? Venn Diagram of MacKenzie-King vs. Bennett: Then ask students to frame an alternative history for one of the two prime ministers. Introduce command terms for Socials provincial
The Great Depression 1 & 2(Classroom Video) Canadian Issues, Falk CBC News Archives Non-fiction assignment: Training papers available for the topic, How Successful was the Canadian Government in dealing with the depression?
3 weeks (Late October to Early November)
Page 2 of 8
Social Studies 11
Content
Resources Available
Unit 1b: Canada in the Twentieth Century continued

Topic 5: Canada & WWII SKILLS AND PROCESSES OF SOCIALS STUDIES demonstrate effective written, oral, and graphic communication skills AUTONOMY AND INTERNATIONAL INVOLVEMENT assess Canadas role in World War II and the wars impact on Canada Structured Overview: 1. Causes of WWII powerpoints 2. Reasons for Cnd Invovlment Experiential Learning/Videos 3. Impact on Cnd Economy 4. Role in Armed Forces 5. CBC archives, news analysis Case Study: (ie.s) 1. Japanese-Canadians in the War 2. St. Louis Incident Cloze exercise: students will complete a worksheet on the map of Europe. Student should be able to decipher the message and information on a historical Map versus a standard topographical map. Writing or discussion piece: given the cause of WWII, which had the single most effectiveness in starting the war? Had the war not occurred, what social policies would be absent in the post-war period? Or be stalled because of its absence? An Annotated bibliography assignment is available here Video Questions (completion mark) Chapter Test See: Nystrom Atlas of World History for blackline masters. How the Naziis Came to Power Video Life Under Adolf Hitler Video Life Under Stalin WWII: Canadas Role
WAGNERS SURVIVAL SKILL: critical thinking/problem solving effective oral and written communication accessing and analyzing information curiosity and imagination Topic 6: Post War Canada SKILLS AND PROCESSES OF SOCIALS STUDIES demonstrate effective research skills, including accessing information assessing information collecting data evaluating data organizing information presenting information citing sources WAGNERS SURVIVAL SKILL: critical thinking/problem solving collaboration/leading by influence agility and adaptability effective oral and written communication accessing and analyzing information January (for 1 week)
November to December Structured Overview: Terminology Quiz 1. What is a Cold War 2. The United Nations (role & function) Discussion (which can become a non-fiction piece): Assess 3. Possible simulation of UN in session the effectiveness of the UN against selected cold war Independent Study: conflicts. 1. Avro Arrow 2. Science & Tech innovations Completion Marks of Worksheets Whos Who Quiz
Canadian History Series Video: Hotel Rwanda or Sometimes in April
Page 3 of 8
Social Studies 11
Content
Resources Available
AUTONOMY AND INTERNATIONAL INVOLVEMENT It is expected that students will: describe Canadas evolution as a politically autonomous nation assess Canadas participation in world affairs with reference to human rights United Nations Cold War modern conflicts WAGNERS SURVIVAL SKILL: critical thinking/problem solving effective oral and written communication accessing and analyzing information Topic 7: The 60s & 70s SKILLS AND PROCESSES OF SOCIALS STUDIES demonstrate effective written, oral, and graphic communication skills SOCIETY AND IDENTITY It is expected that students will: assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights represent what it means to be Canadian with reference to distinctive Canadian programs and policies important Canadian cultural and scientific achievements WAGNERS SURVIVAL SKILL: critical thinking/problem solving collaboration/leading by influence agility and adaptability initiative and entrepreneurialism effective oral and written communication accessing and analyzing information curiosity and imagination
Case Studies & or direct instruction: 4. Canadian involvement in. a. specific cold war crisis b. UN Peacekeeping missions The Korean War 1950 1953 The Suez Canal Crisis 1956 The Cuban Missile Crisis 1962 The Vietnam War 1954 1975 Rwanda 1994 Bosnia
Non-fiction writing assignment: students can continue to assess writing pieces or actually write the paper on the topic based on the training paper. Test on Peacekeeping
Ministry training paper: How has Canadas identity been shaped as a result of its involvement in international conflicts?
Rest of January (3 weeks) Indirect Instruction: Debate on Social Services 1. Social issues associated w/ increased Mind Map on Impact of Baby boomers: Then ask students to population & technological change consider the absence of the baby boomers. How different 2. Teen-Canada would the developed worlds social, political, and economic policy? Structured Overview: 1. US/Canada Relatoins Case Study: 1. David Suzuki 2. Irene Murdock 3. Terry Fox 4. Rosemary Brown Comparison chart. Then ask student to establish the criteria for greatness in order to determine how each of the 4 Canadians on the left, fit onto the construct they have created. Students should be prepared to orally present and/defend their chosen Canadian to the class.
The Gilded 80s Video Canadian History Series
Page 4 of 8
Social Studies 11
Content
Resources Available
Topic 8: French-English Relations & First Nations Issues
AUTONOMY AND INTERNATIONAL INVOLVEMENT SOCIETY AND IDENTITY assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to residential schools reserves self-government treaty negotiations represent what it means to be Canadian with reference to distinctive Canadian programs and policies
Indirect Instruction:: 1. French-English Relations background 2. Fr-Eng relations & Cnd identity 3. Constitutional Crisis Independent Instruction: 1. Multicultural policy Case Study (teachers discretion): 1. i.e. Oka 2. residential schools Lesson: Command Terms for SSII part 2
Assessing Viewpoints: Ask students to re-write a period within the 20th century from the perspective of a First Nations or French-Canadian. Student responses should reflect cultural sensitivity, perspective and historical correctness in their responses. Participation Position paper: Does Canada need a multicultural policy? Video Questions completion mark Video written response journal Test
Mission Schools Video CBC on-line news reels
WAGNERS SURVIVAL SKILL: critical thinking/problem solving effective oral and written communication accessing and analyzing information Duration: Term 2 (Feb to March)
Unit 2: Government & Law

Topic 1: Structure of Canadian Government POLITICS AND GOVERNMENT It is expected that students will: demonstrate understanding of the political spectrum explain how Canadians can effect change at the federal and provincial levels explain how federal and provincial governments are formed in Canada describe major provisions of the Canadian constitution, including the Canadian Charter of Rights and Freedoms, and assess its impact on Canadian society Direct Instruction: 1. Canada as a representative democracy 2. What is a constitutional monarchy Indirect Instruction 3. powers of provincial & fed govt 4. powers of municipal govt 5. function of parliamentary system Experiential Learning: 6. Bill passing Terminology quiz Diagrams Comparison Chart Video (completion mark) Classroom Video: The Parliamentary Process Critical Challenges in Social Studies, Roland Case Blackline Masters in Falk
Topic 2: The Electoral Process
WAGNERS SURVIVAL SKILL: critical thinking/problem solving collaboration/leading by influence
Structured Overview: 1. electoral process 2. first past the post & other electoral systems Indirect Instruction: 3. lobby & pressure groups 4. role of the media
CBC News reels Pro-Con Chart of the 3 electoral systems Select a single lobby group and author a press release for your group on a contentious issue or current piece of legislation.
Page 5 of 8
Social Studies 11
Content
Prescribed Learning Outcomes initiative and entrepreneurialism curiosity and imagination
Resources Available
Topic 3: The Legal System
Structured Overview: 1. terminology in the legal system
Independent Study
2. Charter of Rights and Freedoms 3. Canadas Penal System Case Study (teachers discretion) 4. Canadas history of justice/injustice Topic 4: Human Rights/Charter of R & F Review: 1. Role of UN 2. Charter of Rights & Freedoms Case Study (teachers discretion) 1. women 2. children April
Written response/journal: rank order the points of the charter in terms of importance to a particular interest group. Or Debate: discuss the possibility of shortening the charter. Students should debate the points to be eliminated and on what grounds. Debate Terminology Quiz
Critical Challenges in Social Studies: The Electoral Process Blackline Masters in Falk
Canadian Issues, Falk. Oral Presentation Unit Test
Unit 3: Environment and Geographical Issues

Topic 1: Population HUMAN GEOGRAPHY It is expected that students will: explain the significance of changes in world population with reference to population pyramids distribution density demographic transition models Experiential Learning 1. demographics and population geography 2. components & nature of population change 3. fertility, mortality & migration Case Study 1. Chinas One Child Policy Challenge Essay: 1. T. Malthus & Population growth Was Malthus Right? Video video Questions (completion mark) Quiz Discussion/Participation Elibrary Annotated Bibliography assignment is available Research Essay as an option WAGNERS SURVIVAL SKILL: critical thinking/problem solving agility and adaptability initiative and entrepreneurialism accessing and analyzing information curiosity and imagination
Page 6 of 8
Social Studies 11
Content Topic 2: Living Standards
Prescribed Learning Outcomes compare Canadas standard of living with those of developing countries, with reference to poverty and key indicators of human development WAGNERS SURVIVAL SKILL: critical thinking/problem solving effective oral and written communication accessing and analyzing information curiosity and imagination
Teaching Strategies/Learning Activities Experiential Learning: 1. measuring a countrys development 2. reading graphs and comparing statistics Structured Overview: 1. impact of national debt Indirect Instruction 1. Cycle of poverty 2. Improving the status of women in developing countries 3. children and poverty
Assessment Methods May Include Video Questions Worksheet w/ accompanying diagrams
Resources Available
Concept Map
Selected websites
Topic 3: Urbanization
assess environmental challenges facing Canadians, including global warming ozone layer depletion fresh water quality and supply SKILLS AND PROCESSES OF SOCIAL STUDIES It is expected that students will: apply critical thinkingincluding questioning, comparing, summarizing, drawing conclusions, and defending a positionto make reasoned judgments about a range of issues, situations, and topics demonstrate effective research skills, including accessing information assessing information collecting data evaluating data WAGNERS SURVIVAL SKILL: critical thinking/problem solving effective oral and written communication accessing and analyzing information curiosity and imagination
Experiential Learning: 1. what is urbanization 2. problems resulting from 3. factors effecting land use 4. environmental impact of
Video Questions Discussion/participation Concept Map
Classroom Video: Urbanization? (not sure of name)
Topic 4: Economic Development
Structured Overview: 1. The stages of economic activity 2. Terminology: core periphery, disparities 3. patterns of change Experiential Learning: 1. Geographic Information Systems Lab (if time and programming permits) 2. Reading & interpreting aerial photos I ndependent Learning 1. Position paper on environmental consequences of current development.
Impacts of Globalization Video Quiz Statistics Canada Data (on line)
Lab Work Aerial Photographic Interpretation Assignment
Topic 5: Environment (Deforestation, Water & Soil)
Direct Instruction: 1. Principal international agreements concerning the environment 2. identifying cause and effect 3. sustainability Independent Learning: 1. Students write paper on the threats to one of: a. water b. air c. soil d. forests of Canada
Elibrary
Essay or possible 2nd research essay.
Page 7 of 8
Social Studies 11
Content
Resources Available
Topic 6: Globalization
Direct instruction: 1. regionalism in Canada
Participation
Classroom Video: Regionalism in Canada (not sure of name)
Interactive Instruction Awareness Brochure 1. impact of global economy and technology 2. Canada amidst Americanization May (with allowance in last week for exam review)
Page 8 of 8
Social Studies 11

Appendices A To H

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Appendices A To H

Încărcat de

Drepturi de autor:

Formate disponibile

APPENDIX A: RESEARCH & DESIGN to An Assignment to Save the World (only less dramatic)

RESEARCH DESIGN & TIMELINE

SUMMATIVE (FRIDAY) JOURNAL PROMPT Journal Prompt: No class on Friday.

Feb 14, 15 & 17

An Assignment to Save the World (only less dramatic)

Feb 21, 22 & 24

An Assignment to Save the World (only less dramatic)

Feb 28, 27, Mar 1

Data Collection by way of:

An Assignment to Save the World (only less dramatic)

Spring Break at Collingwood

APPENDIX B Environmental Awareness Survey

An Assignment to Save the World

ENVIRONMENTAL ENGAGEMENT SURVEY

Environmental Engagement Survey 2

Do you have any questions or comments about this survey?

Thank you for your participation.

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

Student Responses to Environmental Awareness Survey

An Assignment to Save the World

What core values are embodied by the Kony 2012 movement?

An Assignment to Save the World

APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES

An Assignment to Save the World

Absent Left 1 day early for service project to India

An Assignment to Save the World

An Assignment to Save the World

Absent (Ski provincials in Whistler)

Absent (reason unknown)

An Assignment to Save the World

An Assignment to Save the World

An Assignment to Save the World

There are values such as freedom, safety.

An Assignment to Save the World

An Assignment to Save the World

An Assignment to Save the World

Absent Left 1 day early for India Service Project page 11

An Assignment to Save the World

An Assignment to Save the World

Absent. (Left early for spring break)

An Assignment to Save the World

An Assignment to Save the World

An Assignment to Save the World

An Assignment to Save the World

An Assignment to Save the World

APPENDIX D: STUDENT JOURNAL PROMPTS & RESPONSES E Block

STUDENTS RESPONSE: FEB 17

STUDENT RESPONSE: FEB 24, 2012

STUDENT RESPONSE: MARCH 9, 2012

An Assignment to Save the World

Absent Left early for 1 day service trip to India.

An Assignment to Save the World

Absent Left 1 day early for spring break.